Learn Review Listen Explore

Transcription

1 Contents Learn Building a Listening Library... 4 Introducing Vocabulary... 6 Concentration... 7 Game On!... 8 Instrument Families Sorting Boards...10 Clip the Instrument...12 Review Word Scramble...14 Matching Terms Challenge...15 Vocabulary Assessment...16 Instrument Families Word Search...17 Do You Know Your Neighbors?...18 Instrument Families Show What You Know...19 Listen Can Can Parachute Fun...20 Overture from William Tell A Stick Horse Adventure...22 March from The Nutcracker Plastic Plate Performance...24 Trepak from The Nutcracker Ribbon Routine...26 Rondo Alla Turca Animal Responders...28 Explore What s a WebVisit?...30 The New York Philharmonic Kidzone...32 The Vegetable...34 String Ensemble WebVisits...36 Brass Quintet WebVisit...38 Woodwind Quintet WebVisit...39 Percussion Ensemble WebVisits...40 Saxophone Ensemble WebVisit...42 Design Your Own WebVisit

2 Welcome! For many years, teachers across the country and around the world have been inspired by the innovative and creative lessons cultivated in Artie Almeida s Florida classroom. In one of her earliest published resources, Dr. Almeida packaged several ideas for learning about the into a complete unit designed to thoroughly explore the instruments, vocabulary, and enjoyment of the symphony. Advances in technology have made it possible to bring you that same unit with many additional tools to make implementing every activity as simple as possible. Plus, we ve added some of Artie s signature lessons designed to expose children to classical music in a meaningful way, using guided listening and WebVisits. Our goal is to save you valuable planning time, so that you can focus on your students. The enclosed CD has a variety of teaching tools to complement each lesson plan in this book. We hope you find everything you need to give the children in your care a rigorous introduction to one of music s longstanding traditions the incredible symphony. About the CD The CD in this book contains many types of files. Use any audio player to play the recordings. Open the CD with a computer to access the other types of files. You may need to install a PDF reader such as Adobe Acrobat to view PDF files. Visit get.adobe.com/reader for more information and a free download. Finding Great Recordings This book also has a companion website, located at Through this portal, you can access great performances of the classical music referenced in this book. They are available for purchase from NAXOS and its affiliate labels, and most can be downloaded or streamed. It is our hope that this resource helps you to find high-quality recordings to use in your classroom, without spending your valuable planning time searching for the best one. 3

3 Introducing vocabulary Materials Flashcards (CD) Word Scramble (page 14) Vocabulary Assessment (page 16) Matching Terms Challenge (page 15) Objective: Students will discuss and define vocabulary words. Before You Begin Print the flashcards (front and back) in color or black and white. For extra durability, print them on cardstock and laminate them. Directions 1. Play an exciting piece of l music as your students enter the classroom. Visit to download or stream Artie Almeida s recommended recordings. 2. Display an flash card. 3. Call on a student to read the word. Assist with pronunciation if necessary. 4. Read the definition on the back of the card. Discuss. Invite students to share what they already know about the vocabulary words. 5. Continue in this manner with the remaining flash cards. After you ve introduced all of the vocabulary words, use these variations to reinforce your students knowledge: 1. Show each card and ask a student to define the vocabulary word. 2. Read the definition and choose a child to name the word that was defined. For your convenience, you can either copy student pages directly from this book, or print them from the CD. 3. Use the Word Scramble to review vocabulary and help students to remember the words. Assessment 1. Use the fill-in-the-blank Vocabulary Assessment to review the terms, or as an informal assessment piece. 2. For a more formal assessment, perhaps at the end of your unit, use the Matching Terms Challenge. 6 Come back to the instrument flash cards as many times as you like over the course of your unit, using them to reinforce students understanding of the vocabulary terms. Family of wind instruments that are made of metal, have a mouthpiece, bell, and tubing, and may have valves Brass Family String Family Composer A person who writes music

4 Materials Concentration Cards (CD) Objective: Students will identify and define vocabulary words. Before You Begin Print the Concentration Cards on both sides, so that each card has the Concentration logo on one side and a word or definition on the other side. For extra durability, you could print them on cardstock and laminate them. Directions 1. Play an exciting piece of l music as your students enter the classroom. Visit to download or stream Artie Almeida s recommended recordings. 2. Place the Concentration cards face down on the classroom floor in four rows of five cards each (see diagram below). Position students around the cards, on the floor or in chairs, so that everyone can see each card. 3. Divide students into two teams. 4. A student from Team One chooses two cards to turn over. If they are a match ( vocabulary word and correct definition) the team scores a point. If the cards do not match, they should be turned back over. 5. A player from Team Two chooses two cards and tries to make a match. 6. Play proceeds in this manner until only two cards are left on the floor. The teacher then picks up the two remaining cards and displays, as well as reads aloud, the card that contains the definition. The student must state the correct vocabulary word, earning two points since it s more difficult. If this student chooses an incorrect word, the other team gets a chance to earn the two points. 7

5 Name: Classroom Teacher: Date: INSTRUMENT FAMILies: Show What YOu Know! The instruments of the are listed in the Word Bank below. Write each instrument s name in the correct instrument family section. Word Bank trumpet bass drum cello xylophone gong guitar oboe viola bassoon saxophone tuba cymbals string bass euphonium piano piccolo French horn clarinet harp snare drum glockenspiel trombone timpani violin flute chimes String Family Brass Family Woodwind Family Percussion Family The original purchaser of Adventures with the has permission to reproduce this page for use in his or her classroom Heritage Music Press, a division of The Lorenz Corporation. All rights reserved. 19

6 Overture from Rondo William Tell AllA TuRc ABCB A B by Gioachino Rossini Materials R ecording of the overture from Rossini s opera William Tell (Visit to find a suggested recording.) Form Chart (CD) S tick Horses Family Musical Moment (CD) December 2008/January 2009 Objective: Students will demonstrate their awareness of form while riding stick horses to a legendary musical work. One day a girl came up to me and she said, Dr. A., do you know what my favorite music is? William Tell. I love that music. I had a sleepover at my house this weekend with my friend and we painted on the ceiling with flashlights to William Tell. What a wonderful thing to hear from a student. Many of my students don t grow up hearing classical music in their homes, but that doesn t mean they don t enjoy it once they get to know it. They certainly certainly can t pick something as their favorite if they were never exposed to it! They just need a chance to hear it and interact with it in a child-friendly way. Who knows they may pick their favorite music over more time with their electronics. Before You Begin This lesson works best if you have a stick horse for every student. I like the horses with the fuzzy heads that you can buy at discount stores, as well as the noodle-ponies that are shown on the internet. You can also make your own with two poster board horse heads, one taped to each side of a yardstick. The first time I made a set of stick horses, I covered the poster board in colorful wrapping paper of all different different designs. They sure were some cute horsies! Directions: 1. Use the form visual to describe the form of this music. Talk about how the students will move the same way every time they hear the A music. Play the music, pointing to each section it plays. 2. Arrange your students in circles, leaving enough free space for each circle to move without bumping into others. You can put a circle inside of another circle to maximize space. 3. Give a horse to each student. 4. Practice each step of the routine below without using the music. 22 William Tell Form Chart introduction A b interlude A C d C b interlude A CodA The original purchaser of Adventures with the has permission to reproduce this page for use in his or her classroom Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.

7 Introduction Pawing ground, smoothing mane, flexing muscles, Neigh A Section (0:14) Trotting to the right around the circle, heads up high on measure 4, then turn. Trot to the left four measures. B Section (0:26) Step into circle 4 beats, look at all your horsey friends. Step back out of circle 4 beats, look at your rider. Repeat Interlude (0:39) Pawing ground, smoothing mane, flexing muscles, Neigh... Repeat A Section (0:45) C Section (0:58) Staying in place in the circle, leap on accented notes. Kick up heels while turning in place. (I call these silly circles.) Repeat D Section (1:10) Eat snacks from rider s pocket, then drink water. 8 beats each, 4 times. Repeat C Section (1:32) Repeat B Section (1:45) Repeat Interlude (1:57) Repeat A Section (2:03) Coda 2:15 Leap over fence, then gallop freely through pasture. 2:22 Freeze! Look fearful. Uh-oh! Did I hear coyotes? 2:25 On each of four big chords, raise horse heads high to check north, south, east, and west. 2:32 Cheer! No coyotes! Yay! Neigh... Bounce happily in place. 2:35 Gallop freely through pasture. 2:41 Freeze! Look fearful. Uh-oh! Did I hear coyotes? 2:44 On each of four big chords, raise horse heads high to check north, south, east, and west. 2:50 Cheer! No coyotes! Yay! Neigh... Bounce happily in place. 2:54 Bounce in place until the next theme starts. 3:00 Big four-beat Neigh... 3:02 Free gallop and leap throughout room, but begin to tire. At the end of the piece, yawn, stretch, sink down to sleep on the last note, then snore. 5. After practicing all of the movements, play the music and call out directions to keep students moving with the music. The movements will fit so naturally with the sounds that you may not need to tell them every step. 6. Practice a few times until students have become independent with the movements. 7. Give your students a Family Musical Moment strip as they leave. Family Musical Moment Today in music class we listened to Overture from the opera William Tell by Gioachino Rossini. Our instructional focus included form with repeating sections like this one (ABACDCBA). We activated the lesson with stick horses. Share a musical moment with your child by downloading this exciting piece of music and listening to it together. To download the recording we used along with other wonderful recordings from NAXOS and its affiliate labels, visit music4you.lorenz.com/.html. 23

8 What s a Webvisit? Extend the walls of your music classroom by taking your students on WebVisits. A WebVisit is simply a class visit to an educational website. There are a multitude of exciting destinations on the internet and the knowledge to be gained is often not available to our children via our existing classroom resources. You will need a computer with internet access in order to take WebVisits. A projector or large monitor will enhance the experience, but WebVisits can still be successful if the ideal equipment is not available. I have even taken the class on WebVisits with students gathered together on the floor in front of my small computer screen. While the situation was not ideal, the material was still interesting and informative, and children enjoyed the experience. Don t forget the school s computer lab! If your school has one, gaining access may be as easy as asking for a time to use it. Then, these WebVisits could be done with each child at his or her own computer as you guide from a main station. I will often choose an informative site on the internet and visit it for a number of consecutive lessons, each time exploring a different component of the Web site. The visits are usually about 10 minutes in length, leaving plenty of time in the lesson for other activities. I often add a school/home connection component to the lesson by sending home a WebVisit Exploration Page for students and their families to do together. It is motivational to offer extra credit to students who complete the worksheet with a parent, and return it (signed) to the music room. The extra credit might be in the form of a grade enhancement, or you could consider giving school incentives, music stickers or some other such reward. If students are allowed to work on their own in the computer lab during the school week, perhaps you could have a number of WebVisit Exploration Pages available there for independent study. 30

9 On the following pages, you ll find a wealth of detailed WebVisits, as well as suggestions for creating your own. There s no shortage of amazing (and often otherwise out-of-reach) musical experiences that can be found on the World Wide Web. Take advantage of it! Adventures with the Clickable URL Index Want to avoid typing all of those complex URLs? Use this PDF to click on each one and go directly to the site. Just find the activity you want, and click! Building a Listening Library All of the websites used in this book are listed on the Clickable URL Index found on the CD. Use this PDF to quickly navigate to each site, instead of spending your precious planning time trying to type a complicated URL correctly. The New York Philharmonic Kidzone! The Vegetable String Ensemble WebVisits Attaca Quartet (Haydn) Attaca Quartet (Williams) Art-Strings Quartet of NYC (Vivaldi) Joyous String Quartet (Jackson) Black Violin (A-Flat) Black Violin (Brandenburg) BOND (Diablo) or Brass Quintet WebVisit Woodwind Quintet WebVisit Percussion Ensemble WebVisits Eastman Percussion Ensemble Third Coast Percussion The Top Secret Drum Corps (Edinburgh 2012) The Top Secret Drum Corps (Virginia 2016) The Hot Marimba Class Baduku Marimba Band Zimbabwe Marimba Band Saxophone Ensemble WebVisit Design Your Own WebVisit DSO Kids SFSKIDS BSO Kids Classics for Kids From the Top 31

10 The original purchaser of Adventures with the has permission to reproduce this page for use in his or her classroom Heritage Music Press, a division of The Lorenz Corporation. All rights reserved. Brass Quintet Webvisit Canadian Brass: Flight of the Bumblebee Materials Computer with internet access Projector or interactive board (optional) Family WebVisit (CD) A brass quintet, the most familiar of brass ensembles, consists of two trumpets, French horn, trombone and tuba. This internationally acclaimed brass quintet, The Canadian Brass, is known for their virtuosic playing, imaginative arrangements, stage presence and rapport with their audiences. Their concerts include a wide variety of musical genres, as well as entertaining dialogue and theatrical effects. Two fun facts for the students are (1) their concert attire consists of formal clothing and white running shoes, and (2) their instruments are all plated in 24 karat gold. This 1:59 video is a wild ride for the brass players and the audience. The parts are extremely difficult and the tempo is vivace! The first trumpet player is playing on a piccolo trumpet, which is a smaller, higher version of a trumpet. The second trumpet player is playing on a trumpet of the most common size, the B-flat trumpet. In this WebVisit, my students are always captivated by the look of the tuba, with its dark bell. It is a black carbon fiber bell on a gold-plated tuba. The Introduction allows the students to hear trills being played on each instrument, beginning with the tuba and moving in turn to the higher instruments. The famous bumblebee melody starts in the trumpet part at 0:25 and is passed around to the various instruments. At 1:08, note the amazing agility of the trombone player who plays the rapid melodic lines with a slide, not having the technical advantage of valves for fast passages. A bit of silliness in the Coda gives the children a laugh, as the piccolo trumpet player becomes a vocalist for the final note. There are many videos that have been uploaded to YouTube by The Canadian Brass. In addition to Flight of the Bumblebee, your students would also enjoy Toccata and Fugue in d minor as well as Amazing Grace, which starts with a bluesy cornet solo and finishes in an exciting Dixieland style. Family WebVisit After you ve completed these activities, print the Family WebVisit page on the CD and send it home with students. The Family WebVisit will help students share what they ve learned with their families, and give them a little more time to explore an educational website. I like to give extra credit when students bring back a completed form, signed by a family member. Dear Family Members, Today in music we focused on the brass family. We learned about a brass quintet called The Canadian Brass. They wear formal clothing with white running shoes for their concerts! They also play very exciting music. Please visit to experience The Canadian Brass. Can you identify the brass instruments you see? Students, Take your family on a musical WebVisit! Complete this slip, have your parent or guardian sign it, and return it to the music room for your reward. Family Music WebVisit: Brass Quintet Who went on the WebVisit? Date and time of visit: Child s favorite part of website: Adult s favorite part of website: 38 Parent/Guardian Signature: